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This study looked at college students' perceptions of cooperative learning techniques and their perceptions of cooperative learning as a motivator to studying and whether it was effective for their learning. The purpose was to investigate how the students view the method and techniques as a way for faculty to learn what may be more motivating. It was also to determine if the students reported studying more, if they were more motivated to study, and whether they found cooperative learning to be effective. Results were contradictory with positive evaluations of specific techniques and less than positive evaluations of cooperative learning in general. This suggests that universities and colleges might need to enable a paradigm shift in student expectations of college learning if active learning techniques are to be encouraged, rather than the traditional passive learning often associated with the college classroom.

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In response to scarce financial resources, economists have promoted the concept of benefit transfer as a cost‐effective alternative to new nonmarket valuation studies. Recent discussion on benefit transfer for improved water quality has focused on recreational benefits. While useful, the discussion must now be expanded to include another key benefit from improved water quality: the reduction in risk to public health. This paper develops a protocol for benefit transfer of long‐term health risk reduction and presents a case study for surface water contamination. Challenges such as the multiple sources of risk, the mortality and morbidity effects indicated by a variety of symptoms, the long latency period between cause and effect, and an individual's ability to privately or collectively reduce the probability or severity of the risk are discussed.

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